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TCHR3001 Early Childhood Matters Assignment Help
TCHR5001 Play and Pedagogies Assignment Help
Assessment Brief 2
ItemAssessment 2: Design TaskDueThursday 17th April2025, 11:59 pm AEDT (end of Week 6)Length1500 words (10% leeway +/-)Weight50%SubmissionTemplatefor Assessment Two submitted to TurnitinResubmissionAssessment resubmissions are not permitted in this unit.Academic IntegrityIn this assessment task,the use ofGenAI is permitted with restrictions See below for the restrictive use of GenAI.
Unit Learning Outcomes
You will demonstrate the following Unit Learning Outcomes on the successful completion of this task:
ULO1: identify and analyse the role of play in learning and examine the challenges pertaining to play and pedagogies.
ULO2: discuss the diversity of approaches to pedagogies utilised in early childhood education and care, and how they position children, teachers, and parents/carers.
ULO3: analyse the relationships between philosophy, theory, and pedagogy to the learning environment for all young children (birth — 5 years).
ULO4: critically reflect on personal philosophy to play and pedagogies for learning and teaching as an earlychildhood professional.
Rationale
As an Early Childhood Teacher, a critical part of your role is to create learning environments that are inclusive of diverse perspectives, responsive to children’s interests and needs, and provide play experiences that support the learning, development, and wellbeing of all. Your decisions and actions should be underpinned by relevant early childhood research, theory, and policy documents. This assessment task offers an opportunity for informed decision- making.
Task Instructions
This task requires students to reflect on Modules 1–6 material and design a learning space (Part A), a play-based learning experience (Part B) and a play-based resource (Part C) for children aged 0–4 years. Each design will be supported by a written statement. A template will be provided.
Part A: Play Space Design
You are asked to design an entire indoor or outdoor play space for an age group of your choice (0–6 months, 6 months-1 year, 1–2 years, 2–3 years, or 3–4 years). Consider elements such as the layout and available resources, how they are used, and their purposes. You may use any computer program to create the design, or it can be hand-drawn. Your design must be inserted into the template provided on the Blackboard site and clearly labelled. Provide a 300-word written statement explaining how your personal philosophy on play-based pedagogy has informed your design for this particular age group.
Part B: Learning Experience Plan
Using the provided learning experience plan template, plan a small group play-based learning experience for your chosen age group (0–6 months, 6 months-1 year, 1–2 years, 2–3 years, or 3–4 years). You need to provide the details of the play-based learning experience in 600 words (the table with details is provided in the template). Ensure your learning experience includes objectives based on the Early Years Learning Framework Learning Outcomes. Then, write a 300-word statement explaining the theoretical perspectives that underpin your learning experience.
Part C: Play-Based Resource Design
Desing a resource that engages the chosen age group of children (0–6 months, 6 months-1 year, 1–2 years, 2–3 years, or 3–4 years) in play-based learning. The resource should encourage learning through play and can take various forms, such as a toy, game, activity kit, or interactive digital resource. It can be something you create yourself or build on an existing resource (Please ensure you appropriately acknowledge, reference, and cite the resource you drew upon). Then, write a 300-word statement explaining the resource’s intended use and how it supports children’s learning, development, and wellbeing.
Your task must be supported and informed by:
A range of theoretical perspectives
Academic sources such as peer-reviewed literature including readings, journal articles, book chapters, etc.
Professional sources and ECEC policies including the Early Years Learning Framework, National Ǫuality Standard, United Nations Convention on the Rights of the Child, Code of Ethics, Developmental Milestones, and Early Childhood Australia’s Statement on Play.
Referencing
APA referencing is required for this assignment. Sources should include relevant and current academic sources, professional sources and early childhood policy. A minimum of 6 references must be included. Please refer to the APA 7th edition, see the SCU Library Guides for detailed instructions on APA formatting.
Submissions
Follow the steps to complete the task:
Download the Assessment 2 Template provided on the Blackboard site.
Save the document with the unit code, Assessment title, initials, your surname, and Student ID.
For example: TCHR5001_DesignTask_InitialSURNAME_ID12345
Insert your play space design, learning experience, resource and three (3) written statements into the template.
Add one reference list at the end of the template. Ensure your reference list is in alphabetical order and adheres to APA7th Referencing Guidelines.
Once complete, submit the Microsoft Word document to Turnitin located in the Assessment and Submission section of the Blackboard site.
Academic Integrity
Adherence to SCU’s academic integrity policies is mandatory. Breaches may result in severe penalties, including failing the assessment or the unit. Examples of academic misconduct include plagiarism, collusion, and the use of unauthorised tools or materials. Refer to SCU’s academic integrity policies and guides for detailed information on what constitutes a breach, and the consequences involved.
You are permitted to use Generative Artificial Intelligence (GenAI) tools responsibly and ethically to complete components of this assignment. Please do not post confidential, private, personal, or otherwise sensitive information into Gen AI tools. If you use these tools, you must be aware of their limitations, biases, and propensity for fabrication.
All students must declare if they have or have not used GenAI to assist with assessment completion (for example, brainstorming, understanding concepts, generating examples, summarising readings, proofreading text).
Your use of AI tools must adhere to the SCU Academic Integrity Framework, which includes upholding honesty, ethics, professionalism, and academic integrity. All use of Gen AI must
be explicitly documented and acknowledged in your submission. If you use generative AI tools without acknowledgment, it may result in an academic integrity breach against you, as described in the Student Academic and Non-Academic Misconduct Rules, Section 3. To find out how to reference generative AI in your work, consult the referencing style for your unit via the library referencing guides.
Permitted use of GenAI
Students are permitted to use GenAI to:
Provide you with feedback on your writing for academic tone, written expression, grammar and punctuation,
Clarify concepts, theories, ideas, etc., discussed in class, and
Generate preliminary ideas for writing.
Prohibited use of GenAI
Students are not permitted to use GenAI to:
Generate definitions or writing used in their final submission.,
Produce arguments or refine thinking on their final submission, and
Read and summarise research and supporting evidence for the assessment that will be used in final submission.
Any of these actions will constitute and be treated as a breach of academic integrity.
Special Considerations
Students wishing to request special consideration must submit a Request for Special Consideration form via their ‘MyEnrolment’ page as early as possible and prior to the original due date for that assessment task, along with any accompanying documents, such as medical certificates.
Late Submissions C Penalties
Except when special consideration is awarded, late submission of assessment tasks will lead automatically to the imposition of a penalty. Penalties will be incurred as soon as the deadline is reached.
A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed on the due date.
A further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.
Grades C Feedback
Assignments submitted by the due date will receive an SCU Letter Grade, a Turnitin originality report, an assessment rubric evaluating performance against specified criteria and standards, and written feedback from the assignment marker. Grades and feedback will be posted to the ‘Grades C Feedback’ section on the learning site. Please allow up to seven business days for marks to be posted.
Grading Criteria C Standards
Works submitted by the due date will be evaluated against the grading criteria and standards outlined below and summarised in the ‘Assessment Rubric’. For more information regarding SCU grades and standards, visit Final Grades.
Description of SCU Grades
High Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The student’s performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student’s performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The student’s performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student’s performance could be described as competent in relation to the learning requirements specified.
Pass:
The student’s performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The
student’s performance could be described as satisfactory in relation to the learning requirements specified.
Fail: The student’s performance fails to satisfy the learning requirements specified.
Assessment Rubric
Marking Criteria and %
allocation
High Distinction
+
100%
High Distinction
85%-100%
Distinction
75%-84%
Credit
65%-74%
Pass
50%-64%
Marginal Fail
35%-49%
Fail
1%-34%
Not Addressed 0%
Part A
Play-space design and written statement 30%
Exemplar
Highly distinctive play-space
design that is creative and appropriate to theselected age group.
Chosen resources and layout demonstrate an outstanding understanding of play-based pedagogy and safety considerations.
Insightful justification of connection between the personal philosophy on play- based pedagogy and the play- space designand resource well- articulated.
Extensive use of relevant academic and professional
sources.
Distinctive play-space design
that is creative, and appropriate for the selected age group.
Chosen resources and layout show a very good understanding of play-based pedagogy and safety considerations.
Distinctive justification of connection between the personal philosophy on play- based pedagogy and the play- space design and resource is clearly articulated.
Comprehensive use of relevant academic and professional
sources.
Credible play-space design
that is creative and suitable for the selected age group. Chosen resources and layout show a good understanding of play- based pedagogy and safety considerations.
Credible justification of connection between the personal philosophy on play-based pedagogy and the play-space design and resource is articulated.
Good use of relevant academic and professional sources.
Sound play-space design that is suitable for the selected agegroup.
Chosen resources and layout show a passable understanding of play- based pedagogy and safety considerations.
Sound justification of connection between the personal philosophy on play-based pedagogy and the play-space design and resource is discussed.
Some use of relevant academic and/orprofessional sources.
Limited play-space
design. Unclear or inappropriate for the selected age group. Chosen resources and/or layout indicates poor understanding of play- based pedagogy.
Limited connection between the personal philosophy on play-based pedagogy and the play- space design and resource.
Limited use of relevant sources.
Fails to meet criteria — The design is incomplete or missing andis poorly suited to chosen age group.
Chosen resources and/or layout indicate very limited to no understanding of play- based pedagogy.
The connection between the personal philosophy on play-based pedagogy and the design is poorly articulated or unsupported by examples and relevant sources.
N/A
Part B
Play-based learning experience and written statement 30%
Exemplar
Highly distinctive learning experience plan thatis creative and engaging and provides excellent opportunities for learning through play.The plan offers very detailed steps and considerations for implementation. The written statement providesan insightful explanation of the theoretical perspectives underpinning the learning experience. Highly distinctive use of examples.
Extensive use of relevant academic and professional sources.
Distinctive learning experience planthat is creative and engaging and provides very good opportunities for learning through play. Theplan offers clear stepsand considerations for implementation. The written statement provides a strong explanation of thetheoretical perspectives.
Distinctive use of examples. Comprehensive use of relevant academic and professional sources.
Credible learning experience that is creative and engaging and provides good opportunities for learning through play. The plan offers good steps and considerations for implementation. The written statement provides a good explanationof the theoretical perspectives.
Credible use of examples. Good use of relevant academic and professional sources.
Passable learning experience that shows a basic level of creativity and engagement, with opportunity for learning through play. The plan offers steps and considerations for implementation. The written statement provides a sound explanation of the theoretical perspectives.
Passable use of examples. Some use of relevant academic and/or professional sources.
Limited learning experience showsa vague description and minimal opportunities for learning through play. Limited detail provided for implementation. The written statement provides a limited explanation of the theoretical perspectives. Few examples that are vague are provided. Limited links to relevant academic and/or professional sources.Fails to meet the criteria — Thelearning experience provides very limitedto no opportunity for learning through play. The plan lacks clarity in the steps for implementation. Fails to meet the criteria — Very limited or incomplete written statement. Very limited or incomplete examples. No links to relevant academic and professional sources.N/A
Part C
Play-based resource and written statement 30%
Exemplar
The resource is engaging, age-
appropriate and provides outstanding support for children’s learning, development, and wellbeing. The written statement is highly distinctive, clear and thorough, providing a deep and insightful explanation of the resource’s intended use and how it supportschildren’s learning, development, and wellbeing with clear links to a range of developmental domains. Highly distinctive use of examples.
Extensive use of relevant academic and professional sources.
The resource is engaging, age-
appropriate and provides distinctive support for children’s learning, development, and wellbeing. The written statement is clear and comprehensive, providing a strong explanation of the resource’s intended use and how it supports children’s learning, development, and wellbeing with clear linksto at least threedevelopmental domains. Comprehensive use of relevant academic and professional sources.
The resource is age-
appropriate and provides very good support for children’s learning, development, and wellbeing. The written statement is clear and detailed, providing a good explanation of the resource’s intended useand how it supports children’s learning, development, and wellbeing, with links to at least two developmental domains. Good use of relevant academic and professional sources.
The resource provides basic
support for children’s learning, development, and wellbeing. The written statement is clear, providing a basic explanation of the resource’s intended use and how it supports children’s learning, development, and wellbeing, with links to a developmental domain.
Some use of relevant academic and/or professional sources.
The resources provide
limited support children’s learning, development and wellbeing. The written statement lacks clarity and detail, providing an inadequate explanation of theresource’s intended use and how is supports children’s learning, development, and wellbeing, with few links to developmental domains. Limited links to relevant academic and/or professional sources.
Fails to meetthe criteria –
Very limitedor incomplete resource has minimal to no support for children’s learning, development, and wellbeing. Fails to meet the criteria — Very limited or incomplete written statement. No links to relevant academic and professional sources.
N/AAcademic Literacy 10%ExemplarOutstanding Academic Literacy, including ALL or MOST of the following: Correct word count (+/- 10%), correctwriting conventions, including spelling and grammar, correctly formatted reference list using APA 7.Distinctive Academic Literacy, including MOST of the following: Correct word count (+/- 10%), correct writing conventions, including spelling and grammar, correctly formatted reference list using APA 7.Credible Academic Literacy, including MOST or SOME of the following: Correct word count (+/- 10%),correct writing conventions, including spelling and grammar, correctly formatted reference list using APA 7.Sound Academic Literacy, including SOME of the following: Correct word count(+/- 10%), correct writing conventions, including spelling and grammar, correctly formatted reference list using APA 7.Academic Literacy, including FEW or NONE of the following: Correct word count(+/- 10%), correct writing conventions, including spelling and grammar, correctly formatted reference list using APA 7.Fails to meet the criteria — Verylimited or incompleteN/A
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BUS5008 Business Research Methods Assignment Help
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MBA402 Governance, Ethics, and Sustainability Assessment
Assessment 2 Information
Subject Code: MBA402v Subject Name:Governance, Ethics, and Sustainability Assessment Title:Giving Voiceto Values Assessment Type:Case Analysis and Script Assessment Length:1,500Words (+/-10%) Weighting : 40 % Total Marks: 40 Submission: Turnitin Due Date:Week 8
Your Task
Analyse the Case Study, then write a script to address the ethical problem described in the case. Reflect on the script that you produced.
Assessment Description
The ability to handle difficult workplace conversations, and especially discussions concerning ethical issues, is a valuable skill at every level in a company (employee, manager, or Board Director).
The Giving Voice to Values (GVV) material introduced in the Week 6 workshop, provides tools to help employees, managers and company Directors stand up for their values in the workplace. Assessment 2 provides an opportunity to apply these tools to a realistic workplace scenario, to help build your capacity to handle difficult workplace conversations, while remaining true to your personal values.
The Learning Outcomes you will demonstrate in performing this assessment include:
LO1:Evaluate the success (or lack thereof) of an organisation’s governance responsibilitiesLO2:Analyse the legal andregulatory environment in Australia witha view to understanding its impact on business strategyLO3:Analyse the role of the boardin the assessment of strategy and risk,and the way in which this expertise can be better utilized.
Assessment Instructions
Read the Case Study document supplied. Analyse this document, ensuring you understand the ethical dilemma that the situation poses.
Write the following elements based on the case study. You should submit these as a single Word document, through Turnitin
Case Analysis using the GVV approach (500–600 words):
Identify the ethical issue, values at stake, and potential rationalisations of the key parties.
Evaluate the potential impacts, on stakeholders and the organisation, in the event the issue is not addressed.
Identify potential barriers to speaking up and propose strategies to overcome these barriers.
Propose alternative actions aligned with GVV principles.
Script Development (500–600 words):
Develop a script where you give voice to values and address the ethical issue in the case.
Use the GVV framework to structure your script.
Clearly articulate your values and the reasons behind your stance.
Address potential rationalisations (of others) and articulate them in the script
Present effective counterarguments to these rationalisations.
Consider the audience and tailor your message accordingly.
Propose specific actions or solutions to address the ethical issue.
Reflection (500–600 words):
Reflect on the process of applying the GVV framework to the case, by answering the following questions:
What did you find more challenging: analysing the case or writing the script? Explain why.
What impacts might your proposed actions have upon the stakeholders and the organisation?
How has this experience influenced your understanding of ethical decision-making in your current and future workplace and career?
Note on section word limits:
Provided you answer the questions, you may vary the word limits between sections.
The MBA programme encourages skills in writing succinctly (using only the words you need to make your point). Consider if you require the maximum word limit for some sections.
Your facilitator will inform you if s/he thinks you have used more words than you needed, to make your points.
Your facilitator will stop reading your work after 1,800 words.
Important Study Information
Academic Integrity and Conduct Policy
On this page, you will find links to the various forms and policy documents available for Kaplan Business School as downloadable PDFs.
KBS values academic integrity. All students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Academic Integrity and Conduct Policy.
Please read the policy to learn the answers to these questions:
What is academic integrity and misconduct?
What are the penalties for academic misconduct?
How can I appeal my grade?
Late submission of assignments (within the Assessment Policy)
On this page, you will find links to the various forms and policy documents available for Kaplan Business School as downloadable PDFs.
Length Limits for Assessments
Penalties may be applied for assessment submissions that exceed prescribed limits.
Study Assistance
MyKBS Students may seek study assistance from their local Academic Learning Advisor or refer to the resources on the MyKBS Academic Success Centre page. Further details can be accessed at https://elearning.kbs.edu.au/course/view.php?id=1481
Generative AI Traffic Lights
Please see the level of Generative AI that this assessment has been designed to accept:
Traffic Light
Amount of Generative Artificial Intelligence (GenerativeAI) usage
Evidence Required
This assessment
(✓)
Level 1
Prohibited:
No GenerativeAI allowed
This assessment showcases your individual knowledge, skills and/or personal experiences in the absence of Generative AI support.
The use of generative AI is prohibited for this assessment and may potentially result in penalties for academic misconduct, including but notlimited to a mark of zero for the assessment.
ü
Level 2
Optional:
You may use GenerativeAI for research and content generation that is appropriately referenced.
See assessment instructions for details
This assessment allows you to engage with Generative AI as a means of expanding your understanding, creativity, and idea generation in theresearch phase of your assessment and to produce content that enhances your assessment. I.e., images. You do not have to use it.
The use of GenAI is optional for this assessment.
Your collaboration with Generative AI must be clearly referenced just as you would reference any other resource type used. Click on the link below to learn how to reference GenAI. https://library.kaplan.edu.au/referencing-other- sources/referencing-other-sources-generative- ai
In addition, you must include an appendix that documents your GenerativeAI collaboration including allprompts and responses used for the assessment.
Unapproved use of generative AI as per assessment details during the content generation parts of yourassessment may potentially result in penalties for academic misconduct, including but not limited to a mark of zero for the assessment. Ensure you follow the specific assessment instructions in the section above.
Level 3
Compulsory:
You must use GenerativeAI to complete your assessment
See assessment instruction for details
This assessment fully integrates Generative AI, allowing you to harness the technology’s full potential in collaboration with your own expertise.
Always check your assessment instructions carefully as there may still be limitations on what constitutes acceptable use, and these may be specific to each assessment.
You will be taught how to use generative AI and assessed on its use.
Your collaboration with GenerativeAI must be clearly referenced just as you would reference any other resource type used. Click on the link below to learn how to reference GenAI. https://library.kaplan.edu.au/referencing-other- sources/referencing-other-sources-generative- ai
In addition, you must include an appendix that documents your GenerativeAI collaboration including all prompts and responses usedfor the assessment.
Unapproved use of generative AI as per assessment details duringthe content generation parts of your assessment may potentially resultin penalties for academic misconduct, including but not limited to a mark of zero for the assessment. Ensure you follow the specific assessment instructions in the section above.
Assessment Marking Guide
CriteriaF (Fail) 0% -49%P (Pass) 50% — 64%C (Credit) 65%-74%D (Distinction) 75%-84%HD (HighDistinction) 85%-100%MarkCase AnalysisFails to demonstrateShows limitedDemonstrates goodShows highlyDemonstrates excellent/12 satisfactoryunderstanding of theunderstanding of thecompetentunderstanding of the understanding of theethical dilemma, withethical dilemma. Someunderstanding of theethical dilemma. Clearly ethical dilemma.significant gaps ingaps in connectingethical dilemma.identifies values. Generally defective inconnecting values,values, evaluatingStrongly connectsComprehensive connecting values,evaluating stakeholderstakeholder impacts,values. Evaluatesevaluation of stakeholder evaluating stakeholderimpacts, and proposingand proposingstakeholder impactsimpacts. Proposes impacts, and proposingstrategies to overcomestrategies to overcomeand proposes strategiessophisticated strategies strategies to overcomebarriers.barriers.to overcome barriers.for overcoming barriers. barriers. Script DevelopmentFails to articulateShows a limitedDemonstrates a basic
Articulates valueswith clarity, addressing potential rationalisations.
Proposes alternative actions. Navigates barriers to speaking up effectively.
Articulates valueswith/12 values effectively.articulation of values.articulation of values,exceptional clarity, Deficiencies inSignificant gaps inwith some gapsinaddresses potential addressing potentialaddressing potentialaddressing potentialrationalisations in-depth. rationalisations,rationalisations,rationalisations,Proposes alternative proposing alternativeproposing alternativeproposing alternativeactions with a clear link to actions, and navigatingactions, and navigatingactions, and navigatingGVV principles. barriers to speaking up.barriers to speaking up.barriers to speakingEffectively navigates up.barriers to speaking up.
CriteriaF (Fail) 0% -49%P (Pass) 50% — 64%C (Credit) 65%-74%D (Distinction) 75%-84%HD (HighDistinction) 85%-100%MarkReflectionWriting is not reflective in tone or content, and/or writing fails to address the questions posed.
Minimally satisfactory reflection on personal implications and insights gained. Considers the impact on stakeholders and the organisation, but in a superficial way.
Shows limited understanding of the broader implications of ethical decision-making.
Demonstrates a basic reflection on personal implications and insights gained, with some gaps in considering the impact on stakeholders and the organisation.
Shows a basic appreciation of the broader implications of ethical decision- making.
Reflects on personal implications and insights gained, considering the impact on stakeholders andthe organisation. Displays sound understanding of the broaderimplications of ethical decision- making
Reflects deeply on personal implications. Thoughtfully considers the impact on stakeholders and the organisation.
Showcases deep understanding of the broader implications of ethical decision-making.
/12Writing and Referencing
Fails to present ideas effectively, lacking clarity and coherence. Writing is uneven in quality and is not professional in tone. Poor grammar and limited vocabulary hinder comprehension.
Fails to use a coherent referencing style with substantial inaccuracies and inconsistencies.
Presents ideas with limitations in clarity and coherence. Writing fails to maintain a consistent professional tone.
Occasional lapsesin grammar and word choice may obscure sentence meaning.
Adheres to Harvard referencing style, but with substantial inaccuracies and inconsistencies.
Presents ideas adequately, with some lapses in clarity. Tone of writing is generally professional. Only very minor lapses in grammar and word choice.
Adheres to Harvard referencing style, with some inaccuracies and inconsistencies.
Presents ideas in a clear coherent way. Writing is professional in tone. Generally good grammar and language usage. Writing overall engages the reader.
Adheres to Harvard referencing style,with mostly accurate and consistent citations.
Presents ideas with high levels of clarity, good grammar and a wide vocabulary. Writing is highly professional in tone and highly engaging for the reader.
Adheres to Harvard referencing stylewith no exceptions.
/4Comments: /40
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